PS 190 Cedar Crest College Week 5 Lifespan Development in 1920s Discussion Discussion Post: What was one unique factor of the 1920s that helped bring about

PS 190 Cedar Crest College Week 5 Lifespan Development in 1920s Discussion Discussion Post: What was one unique factor of the 1920s that helped bring about the culture of adolescence in the US and other Western nations? What was the 19th amendment in the US constitution? And, what role did it play in the birth of adolescence? Given the ppt. information and my voiceover explanation, do you consider yourself a Twixter? Why or why not?Do you think there are different social messages in US culture for males and females who are early ‘bloomers’ Why or why not? Explain your answer and be specific. a. Discuss your own experience with this. 5.Explain what is meant by qualitative changes in adolescent brain function. That is, explain in everyday language what we mean when we say the adolescent brain is qualitatively different from the child brain. 6. Share a personal story of how you were affected by the delayed phase preference in adolescence. In your answer, demonstrate your accurate understanding of delayed phase preference. ERIKSON’S
EIGHT STAGES OF
PERSONALITY
DEVELOPMENT
Chapter 12
 Psycho-social
theory of development( one’s
psychological development in interaction with the
environment – e.g., social experiences
inform/influence psychological (one’s personal)
development
 Particular
area of interest: identity development in
adolescence
 NeoFreudian
theory (Freud was concerned with the
ID; Erikson with the EGO, but used Freud’s theory as
a foundation for his own)
ERIK ERIKSON’S 8 STAGES OF LIFE
THE ID, EGO, AND SUPEREGO
THE ICEBERG
❑
Erikson’s view of personality development involves:

Life Stages that include both biological maturation (internal
wants and needs & development) + external social forces and
demands

Interplay = “crisis”

**How do we Resolve Stage crises? We resolve stage crises by
blending both elements of a stage (positive and negative) into
our development in order to be truly functional and ‘resolved’
(*Hint: as long as you emerge on the positive end of the
continuum)

What does resolving crises do for us?
Crisis resolution (e.g., figuring out trust and mistrust ((stage 1))
helps us develop relationships and bonds– this becomes part of
our personality and identity(or who we are and who we are
becoming)
8 STAGES
TRUST ——————————————– Mistrust
BIPOLAR CONTINUUM
ERIKSON’S STAGES AT A GLANCE
Chart of Erikson’s & Freud’s stages
http://2.bp.blogspot.com/_g1m1QtpVG8/TKonvEylfRI/AAAAAAAAAMg/
p7FOFsoIYeI/s1600/Erikson8.gif
https://www.youtube.com/watch?v=9s
2dYVhtFnE
8 STAGES, CONT…. A FEW MORE
ESSENTIALS
 Each
stage (crisis) is met at a given time and in a given
order (corresponds with age, and is driven by a Western
and 20th century social clock)
 Movement
(why???)
 Early
through the stages Cannot be stopped
success affects later crisis resolution and later
personality development(this is the notion of determinism)

JUST FYI: Newman and Newman have added the following (in black)
to Erikson’s original model:
Prenatal – Birth
Infancy B-2 (trust v. mistrust)
Toddlerhood 2-4 (autonomy v. shame)
Early school 4-6 (initiative v. guilt)
Middle childhood 6-12 (industry v. inferiority)
Early adolescence 12-18 (group identity v. alienation)
Later adolescence 18-24 *sometimes known as emerging adulthood
(individual identity v. confusion)
Early adulthood 24-34 (intimacy v. isolation)
Middle adulthood 34-60 (generativity v. stagnation)
Later adulthood 60-75(integrity v. despair)
Elderhood 75+ (immortality v. extinction)
21ST CENTURY ADDITIONS TO ERIKSON’S
STAGES
Erikson
sees adolescence as the
most pivotal (important) stage
because earlier childhood crises
need to be reworked at a more
advance level, AND identity crises
have to be resolved to move
successfully into adulthood
ABOUT ADOLESCENCE:
ERIKSON’S PIVOTAL STAGE
Erikson asks the question: Who Are You??
 Q. What does your personal space look like? What
does this say about you?

 Formation
of identity= personal definitions of self
(interests, beliefs/values, accomplishments, how
others view us, and our place in society)
 Identity may be better developed in some areas
than others (e.g., your career identity may be
better developed than your political identity at
a given point in time )
 Identity formation = mostly unconscious process
 Life-long process– but, major work conducted in
adolescence (according to Erikson)
STAGE 5: ADOLESCENCE: THE
PIVOTAL STAGE, CONT.
Diffusion
Moratorium
Formation
Plus, Foreclosure (taking
someone else’s identity)
FORMS OF IDENTITY: A
CONTINUUM — JAMES MARCIA
Some
practice time:

Jane explored many different majors before deciding on political
science. She is very happy with her decision. __________________

Jeff’s parents have always wanted him to go into their family
mattress business. Not wanting to disappoint them, Jeff, who hates
the mattress business, plans to start there immediately after college
graduation._______________________

Every week, Ida seems to try on a new persona for high school. One
week she is goth, another week she’s a brainiac (kind of a really
smart, nerdy-type), and still another she’s the artistic-type.
__________________________

Joe started to feel uncomfortable at his 7th grade career
development day because while all his friends were talking about
their career ideas, dreams, and hopes, Joe was only concerned with
what was being served in the cafeteria for lunch.
__________________________
WHICH OF MARCIA’S STAGES ARE
DESCRIBED IN EACH SCENARIO?
How can Marcia’s
continuum model be useful?
Do we have to consider
culture here?
CONSIDER…

1. Why can’t we skip a stage in Erikson’s theory?

2. What elements are needed in order to resolve a crisis? (*This
information should come directly from the ppt.)

3. How does the process of crisis resolution create our
personality?

4. In what way does Erikson’s theory illustrate a 20th century social
clock?
MORE DISCUSSION BOARD QS.

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